In 2008, from clearly realizing the importance of environmental issues, the role of each individual in protecting the environment, and their influence education to environmental issues,
INTRODUCTION
Reason for choosing the topic
Vietnam has experienced significant development in recent years, earning a high development index However, this progress has brought about critical challenges, particularly concerning the living environment, which is under serious threat The country is grappling with the depletion of energy sources, natural resources, and escalating environmental pollution Consequently, there is an urgent need to enhance environmental awareness among the population.
Addressing environmental issues is a collective responsibility that transcends individual efforts, industries, and sectors It requires a unified approach from all of humanity, utilizing diverse methods and strategies to effectively tackle these challenges.
In 2008, recognizing the critical importance of environmental issues and the role of individuals in their protection, the education sector made a pivotal decision to integrate environmental education into school curricula This integration spans various subjects, including Biology, Chemistry, Geography, Literature, Physics, and Engineering By incorporating environmental topics into these lessons, students gain valuable knowledge about environmental challenges and develop awareness of the need to protect and maintain a healthy living environment, ultimately fostering a green, clean, and beautiful community.
Students play a crucial role in environmental protection, making "Environmental education for students, the foundation of sustainable development" essential for raising awareness and inspiring action among youth As the future leaders and decision-makers of society, students are significantly impacted by environmental and resource challenges that will shape their development It is imperative to engage them now to foster a sense of responsibility and address the pressing issues related to natural resources and the environment for their future well-being.
We have organized various educational activities to help students understand the importance of environmental protection for sustainable development These initiatives span multiple subjects, including Geography, Civic Education, Biology, Technology, and Chemistry.
To foster environmental awareness among students, I creatively integrated environmental education into project activities at Quy Hop High School while teaching English This approach aims to instill the right attitudes and a fundamental understanding of environmental issues and the consequences of its destruction By doing so, students develop a sense of responsibility for protecting and preserving their surroundings, contributing to a cleaner, greener, and more beautiful Vietnam for future generations.
The new factors of the study
Environmental education is often integrated into various subjects in high schools, yet it remains absent from English classes English not only imparts specialized knowledge but also encompasses insights from diverse fields, allowing for the integration of education on social issues and essential life skills.
At Quy Hop High School, English education is prioritized, with a focus on innovative textbook programs that equip students with essential language skills The curriculum, designed around practical topics and technical language, spans from grade 10 to grade 12, emphasizing listening, speaking, reading, and writing skills Beyond imparting knowledge, the English program aims to enhance students' awareness, attitudes, and actions regarding life skills and pressing environmental issues.
The aims of the study
- To raise awareness of the existence of environmental problems and their causes, effects and solutions
- To provide knowledge of the natural environment and its functions, as well as the interrelationships between humans and nature
- To develop skills for identifying, investigating, evaluating and solving environmental problems
- To foster values and attitudes that respect and care for the environment, as well as a sense of responsibility and solidarity among individuals and groups
- To motivate participation in environmental actions at various levels, from personal to global.
Scope of the study
This study examines the integration of environmental education into English teaching, specifically targeting 10th and 11th graders The analysis will focus on data collected from three 10th grade classes (10C2, 10D1, 10D2) and three 11th grade classes (11C2, 11D1, 11D2), involving a total of 131 students during the 2022-2023 and 2023-2024 school years, following the "Global Success" curriculum.
Organization of the study
This study is structured into three key sections: the rationale, the research content, and the conclusion It aims to offer teachers valuable insights and resources for effective language instruction.
RESEARCH CONTENT
THEORICAL AND PRACTICAL BACKGROUND
1.1 What is environment and environmental education?
The environment encompasses all living (biotic) and non-living (abiotic) elements that impact human life Biotic elements include animals, plants, forests, fisheries, and birds, while abiotic elements consist of water, land, sunlight, rocks, and air.
Environment can be defined as the air, water, and land in or on which people, animals, and plants live (Cambridge dictionary)
Environment can be defined as the conditions that you live or work in and the way that they influence how you feel or how effectively you can work
Environmental education enhances knowledge and awareness of environmental issues, equips individuals with the skills needed to tackle these challenges, and cultivates the attitudes and commitments necessary for making informed decisions and taking responsible actions.
The environment has 4 main functions:
- Providing living space for people
- Providing necessary resources for human life and production
- Storing and decomposing waste created by humans
Environmental education, as defined by the United States Environmental Protection Agency (EPA) in 2018, empowers individuals to investigate environmental issues, engage in problem-solving, and take proactive steps to enhance the environment This process fosters a deeper understanding of environmental challenges and equips individuals with the skills necessary to make informed and responsible decisions.
Environmental education encompasses organized initiatives aimed at understanding and teaching the functioning of natural environments It focuses on how humans can manage their behaviors and ecosystems to promote sustainable living.
Environmental education is a multidisciplinary field that includes ideas and concepts from various fields like biology, chemistry, physics, ecology, earth science, atmospheric science, mathematics, and geography
The components of environmental education are:
- Awareness and sensitivity to the environment and environmental challenges
- Knowledge and understanding of the environment and environmental challenges
- Attitudes of concern for the environment and motivation to improve or maintain environmental quality
- Skills to identify and help resolve environmental challenges
- Participation in activities that lead to the resolution of environmental challenges
1.2 The objectives and scope of environmental education
1.2.1 The objectives of environmental education
The main focus of environmental education has been to change environmental behavior through increasing environmental knowledge
Since the 1960s, environmental education has aimed to cultivate knowledgeable, motivated, and active citizens Its primary goal is to foster a positive transformation in individuals' environmental ethics, knowledge, awareness, attitudes, and behaviors Additionally, community understanding and interest in environmental issues significantly influence their actions towards the environment.
According to the Tbilisi Declaration of 1977, which was the first international document that defined EE, the main objectives of EE are:
- To raise awareness of the existence of environmental problems and their causes, effects and solutions
- To provide knowledge of the natural environment and its functions, as well as the interrelationships between humans and nature
- To develop skills for identifying, investigating, evaluating and solving environmental problems
- To foster values and attitudes that respect and care for the environment, as well as a sense of responsibility and solidarity among individuals and groups
- To motivate participation in environmental actions at various levels, from personal to global
Environmental education programs aims to increase environmental knowledge by enabling the learners change their environmental behavior (Pooley and o’Connor
To foster behavioral change, it is essential to provide individuals with comprehensive environmental information and knowledge (Hungerford and Volk, 1990) Educating society about environmental responsibility is a crucial component of education for sustainable development (Pingel, 2010) The primary objective of education for sustainable development (ESD) is to equip individuals with the attitudes, skills, and knowledge necessary for making informed decisions that benefit themselves and the community (UNESCO, 2010b).
The objectives of environmental education include teaching sustainable behaviors, enhancing awareness of environmental issues, and developing an ethic that emphasizes the interconnectedness of ecological, economic, political, and social systems.
1.2.2 The scope of of environmental education
The biological aspects of environmental education are crucial, with humans serving as a primary example Additionally, this category encompasses a diverse range of life forms, including animals, birds, insects, microorganisms, and plants.
Environmental education encompasses both natural and man-made physical aspects Natural elements include air, water, land, and climate, while man-made components consist of infrastructure such as roads, highways, airports, railroads, buildings, bridges, dams, and reservoirs created by humans.
The socio-cultural aspect encompasses the practices, cultures, and traditions that humans establish to coexist in society, including rules, laws, and religious beliefs These elements are a product of human effort and creativity.
1.3 The importance and benefits of environmental education
1.3.1 The importance of environmental education
Every individual has a vital role in protecting the environment, which provides essential resources such as shelter, food, water, and recreational opportunities Understanding the significance of environmental education is crucial for fostering awareness and responsibility towards our planet.
- Environmental education is the study the environment and its functions, the students develop a sense of understanding of the environment in the early stage of their life
- It is important to increase the awareness of individuals about the environment to safe the left off natural resources
- Environmental education polishes the ability to make decisions is strengthened with environmental education as people become more responsible and aware
- Individuals can deal with any environmental problem through environmental education
- Environmental education develops sensitivity towards the environmental issues that have been happening for a long time
- Students will know the particular viewpoint to advocate towards environmental education
- Environmental education makes an individual rich in the knowledge of the environment to make quick and smart decisions to save it
1.3.2 The benefits of environmental education
Integrating experiential education (EE) into the curriculum enhances imagination and enthusiasm, fostering hands-on, interactive learning that ignites creativity This approach increases student engagement and enthusiasm, ultimately leading to improved achievement in core academic subjects.
Experiential education (EE) extends beyond traditional classroom settings, providing students with valuable opportunities to engage in real-world learning This approach fosters connections among various disciplines, allowing learners to understand the interrelatedness of social, ecological, economic, cultural, and political issues.
Environmental education (EE) enhances critical and creative thinking skills by encouraging students to research and investigate the reasons behind various phenomena This approach empowers them to make informed decisions regarding complex environmental issues As a result, EE cultivates a new generation of informed consumers, workers, and policymakers.
EE fosters tolerance and understanding by encouraging students to explore diverse perspectives on issues, promoting an appreciation for different viewpoints and cultures.
IMPLEMENTATION SOLUTION
2.1 How can environmental education be implemented effectively in schools?
On October 17, 2001, the Prime Minister approved the project aimed at integrating environmental protection into the national education system To implement the Party and State's policies, on January 31, 2005, the Minister of Education and Training issued a directive to enhance environmental education through diverse extracurricular activities, promoting the development of a green, clean, and beautiful school model tailored to different regions.
EE can be implemented effectively in schools by adopting various strategies, such as: Integrating EE across the curriculum, Organizing EE events, Establishing
EE partnerships, Enhancing EE infrastructure and facilities and Developing EE projects
This research emphasizes the importance of project-based learning experiences in developing environmental education (EE) projects By engaging students in collaborative, inquiry-based activities that tackle real-world environmental challenges, they can explore specific issues and create DIY products from recycled materials Students are encouraged to select topics they are passionate about, guiding them in research, organization, and presentation of their findings This method promotes independent thinking, enhances problem-solving skills, and instills a sense of ownership in their learning journey For effective implementation, teachers should
- Research the theoretical basis of the environment and environmental protection education
- Identify units and contents that can integrate environmental protection education
- Determine methods and forms of integrating environmental protection education content
- Encourage students to participate actively in project assignments
In the project implementation process, the teacher serves as a guide, organizer, consultant, and supervisor, facilitating an environment that enables students to effectively carry out their projects while fostering their personal development and skills.
The desired outcome of any activity in a foreign language classroom is usually achieved through the effective construction of the teacher Based on Harmer’s
(2007) model, I applied an instruction unit consisting of the following stages:
* Introduction: Explaining learners the purpose of the current lesson and the given topic and ask them to layout their background knowledge on the topic
In the initial stage of presenting a task, it is crucial to clearly explain the expectations to students For instance, when assigning a project on a specific topic, providing a model with a detailed explanation serves as an effective first step To ensure students fully understand the task, they should be encouraged to repeat the process Additionally, it is important to supply all necessary materials, including pictures, listening, and reading texts, to support their learning.
The teacher actively monitors students' home project activities by reviewing the original submissions from each group This involves assessing the content, presentation, relevance to the topic, and whether the issues have been addressed Additionally, the teacher identifies any necessary corrections and provides suggestions for improvement To facilitate this process, the teacher creates supportive conditions and environments that guide students in selecting and implementing their project plans effectively.
Providing constructive feedback at the end of an activity helps students understand their performance By highlighting their achievements rather than focusing on failures, this approach enhances learners' motivation, boosts their sense of accomplishment, and builds self-confidence.
2.2 The units, contents, methods and forms of integration
In teaching process, I have identified the following units and contents that can integrate environmental protection education and determine methods and forms of integrating environmental protection education content
Table 2.1: The units, contents, methods and forms of integration
Methods and forms of integration
- Educating about the importance of green environment to human life
- Educating about the actions that humans are causing to the environment
- Educating human awareness and actions to protect the environment
- Make video clips PowerPoints or posters about the importance of green environment to human life, activities human has affected on environment and giving activities being done to protect environment
Unit 4: For - Educating human’s - Design videos, posters a better community awareness and actions to better community
- Educating participating in volunteer work to protect the environment or PowerPoints about an environmental protection project
- Educating about the role of forests and water in life
- Educating about the actions that humans are causing to the environment
- Educating about the serious problems the environment is facing
- Make video clips PowerPoints or posters about activities human have affected on environment and give activities being done to protect environment
- Do DIY from used objects such as clothe, bookshelf, flower vase…
- Educating human awareness and actions to protect the environment
- Educating impacts of tourism on the environment
- Educating about becoming an ecotourist
- Design an ecotour to a tourist attraction in students’ local areas
- Educating about building a green city and protecting it
- Design a model of green city from used objects or a poster of green city
- Educating about the actions that humans are causing to contribute to global warming
- Educating about causes, serious problems and solutions of global warming
- Make videos/ posters/PowerPoint about the problems, causes and solutions of global warming
- Educating about the importance of heritage sites
- Educating human impacts on heritage sites
- Educating about how to preserve heritage sites
- Design leaflet, posters, PowerPoint or videos about a heritage site you like best and give ways to preserve it
This section outlines the process for implementing project lessons aimed at enhancing students' understanding and awareness of environmental protection By engaging in small group projects centered around the themes of English 10 and 11 - Global Success, students can effectively improve their knowledge while contributing to environmental sustainability.
To implement the projects successfully, both teachers and students should have good preparation
The role involves guiding, organizing, consulting, supervising, and assisting students to create optimal conditions for successfully executing their projects, ultimately fostering their personal development and enhancing their skills.
- Create conditions and environments to guide and support students to practice and choose a project implementation plan
- Guide them to focus on learning, solving problems and performing specific project tasks
- Allow and encourage students to construct their own knowledge
- Get more about technology to help students if they need
In project-based learning, students are at the heart of the process, collaborating in groups rather than working independently Each student assumes a role reflective of various fields, collectively striving to achieve the defined objectives of the project.
- When performing assigned tasks, students decide for themselves how to approach the problem and what activities need to be done to solve the problem
- Students need to complete the project with the most appropriate and specific products
2.3.1.3 Facilities for carrying out the projects
Students should be provided with access to a variety of resources, including textbooks, reference materials, computers, and the internet, to enhance their learning experience Utilizing technology, such as smartphones and presentation media, is essential for effective product creation and presentation Additionally, incorporating used objects like old newspapers, magazines, plastic bottles, and carton boxes can further enrich students' projects.
Our school classrooms are equipped with large TVs that easily connect to laptops, allowing students to conveniently present their projects using PowerPoint presentations and video clips.
In my teaching practice, I utilize platforms like Padlet, Messenger, and Zalo to create groups, facilitate information exchange, and manage assignment submissions tailored to each student's tasks For direct communication with students when time is limited, tools such as Zoom and Google Meet prove to be highly effective.
Step 1: Introduction a Contextualize the task b Inform the class of the lesson objectives c Timeline and assessment
Step 2: Divide class into groups and select the option to conduct the projects
Step 3: Conduct the project a Brain storming ideas, plan and assign tasks b Prepare students for information gathering & compiling, and analyzing data c Exchange, ask for teachers' opinions and complete the outcomes of the project
Step 4: Present the final outcomes of the project
In this study, I have developed small home projects for my students that cover various curriculum topics, including "Humans and the Environment," "For a Better Community," "Protecting the Environment," and "Ecotourism" in English 10, as well as "Cities of the Future," "Global Warming," and "Preserving Our Heritage" in English 11 These initiatives aim to enhance students' environmental knowledge and foster awareness about the importance of protecting our environment.
Now, I would like to introduce the implementation process of integrating EE into small projects at home with the topic "PROTECTING THE ENVIRONMENT"
2.3.3 Lesson plan used for the study
LESSON 8: PROJECT - ENGLISH 10 (GLOBAL SUCCESS)
Activity: Choose one of the options to make a presentation on it
- Making a presentation by video clips, PowerPoints or posters about activities human have affected on environment and giving activities being done to protect environment
- Doing DIY like clothe, bookshelf, flower vase…from used objects such as old newspapers, plastic bottles, carton boxes in order to protect environment
A OBJECTIVES: Through doing small projects about topic “PROTECTING THE ENVIRONMENT”, there will be able to:
1 Knowledge: By the end of the project, students will be able to:
To gain a deeper understanding of the environment and environmental protection, it is essential to go beyond the information, vocabulary, and grammar presented in course materials Engaging with real-world issues and discussions will enhance our knowledge and awareness of these critical topics.
- View environment and environmental protection from different lenses and thus be exposed to and practice the English language they have learned in class
- Apply language knowledge and skills acquired from the unit to give some information about environment and environmental protection in Vietnam and in the place where they live or study
- Focus on understanding, solving problems, and performing specific project tasks and then present their ideas about environment and environmental protection
- Develop their communication skills, practical skills, including reading, listening, writing, and oral presentations on environment and environmental protection
- Practice self-study and self-study methods, thereby giving students a much more personalized and rewarding experience on environment and environmental protection
EFFICIENCY OF THE RESEARCH
3.1 Suitability for students and schools
This measure has been applied for all students in classes 10C2, 10D1, 10D2 (2022-2023) and 11C2, 11D1, 11D2 (2023-2024)
Quy Hop High School has modernized its facilities and teaching equipment, including the installation of large-screen televisions in classrooms These advancements provide students with extensive information about the environment and support project implementation, significantly enhancing the teaching and learning experience for both teachers and students.
This approach is effective for students of all ages and proficiency levels, as it recognizes their unique characteristics and varying abilities in learning English By being flexible in guidance and task assignments, I cater to each student's needs For instance, during the first project, some students, like Nguyen Cong Hoang and Dau Thi Phuong Ly, initially struggled with confidence when presenting However, with encouragement and tailored suggestions, they gradually became more engaged and proactive in their group projects This newfound interest led many students to enjoy creating DIY products from recycled materials to promote environmental protection Through collaborative support and guidance, they successfully completed their projects, demonstrating significant growth and enthusiasm.
In the 2023-2024 school year, I implemented this method with 11th-grade students, yielding positive outcomes Students showed increased interest in project work, actively engaged in selecting presentation formats, and produced a diverse range of products, including DIY projects, posters, PowerPoint presentations, and videos, which made the lessons more exciting and dynamic.
3.2 Meeting the requirements of teaching and learning methods innovation
Traditional teaching methods often focused heavily on theory, relying on a one-way transmission of knowledge where teachers lectured and students merely copied notes This approach stifled creativity and did not encourage self-directed learning Additionally, assessments were primarily based on periodic evaluations of knowledge retention However, incorporating project-based activities has proven effective in fostering students' self-study abilities These engaging activities not only capture students' interest but also enhance their understanding and retention of information related to environmental protection.
Therefore, I can confirm that the measure to integrate environmental education into project activities is completely suitable and meets the requirements of teaching method innovation and assessment
At Quy Hop High School, the implementation of this method has led to significant improvements in both English teaching and learning outcomes, while also enhancing students' knowledge and awareness of environmental protection.
To compare the survey results from 10th grade students regarding their environmental protection activities, I utilized a questionnaire (see appendix 1) for 11th grade students, who responded to a form covering 10 topics The findings are clearly presented in the table below.
Table 3.1: Activities of environmental protection
Activities Always Usually Sometimes Never
2 Clean your classroom/school yard 63 57 7 4
5 Turn off lights if no use 71 38 14 8
8 Participate in environmental protection clubs
9 Pick garbage in public places 49 40 24 18
10 Make use of used objects 24 31 47 29
The data indicates that the majority of students frequently engage in activities to protect the environment, with a significant number participating "always" or "usually." In contrast, those who "sometimes" take action rank second, while the smallest group consists of students who "never" participate in such activities This suggests a strong awareness among students regarding the importance of environmental protection.
The effectiveness of environmental protection measures is evident in student projects, including pictures, posters, and video clips Students actively engage in daily actions to safeguard the environment, such as properly disposing of waste, maintaining clean classrooms, and planting flowers using recycled materials like old car tires and plastic bottles Additionally, they participate in school environmental clubs, Green Sunday initiatives, and efforts to conserve water and electricity.
Photo: Products students made use of car tires at school
Photo: Students taking part in the competition at school
Photo: Products designed from old newspaper and used plastic bags of Groups from class 10D1 and 10D2 in a competition to protect environment
Photo: Students’ activities on Green Sunday
After working on small group project activities, I have noticed:
In speaking lessons, students engage actively, allowing both strong and weaker students to participate in projects and express themselves This approach fosters creativity and autonomy in learning, enabling students to absorb knowledge more effectively and retain it longer through the process of gathering and selecting information based on project requirements.
Students can enhance their understanding of environmental issues by discussing them at home, collaborating with peers, and presenting in class This engagement helps them retain information about the environment and discover various solutions for its protection Additionally, their communication and language skills, particularly in English, are progressively developed through these activities.
Students can enhance their information technology skills by utilizing internet-connected computers for research and employing PowerPoint projectors for product presentations.
Finally, through the projects, not only did students practice speaking, but I have also learned a lot from students, especially about information technology skills
I can see clearly that this method also helps to strengthen the relationship between teachers and students, between students Teachers and students understand each other better, exchange more friendly
After the students provided their evaluations and feedback on the projects, I requested that 131 students from three classes complete and submit an evaluation sheet reflecting the results they achieved after implementing the project, which was assessed on a five-level scale (refer to Appendix 7).
Photo: Students' assessment after carrying out the projects
In generally, all students have a positive assessment of the solution at level 4 and 5 with the following numbers:
Table 3.2: Summary of the number of students in the classes who self-assessed the measure of small-group project implementation
1 Doing small group project activities helps me practice speaking and practicing English much more effectively than the traditional presentation method 4 7 13 47 60
2 Develop my self-study ability through group project activities
3 Improve my ability to talk about environment and environmental protection
4 Improve my vocabulary about environment and environmental protection
5 Improve my knowledge of environment and environmental protection
6 Raise my awareness of environment and environmental protection and I want to do small actions to contribute to clean environment
7 Develop collaboration skills, technology skills and teamwork responsibilities during project implementation
8 Hope the project-based teaching method to be replicated in many other lessons 5 10 36 80
CONCLUSION
Summary
My research “Integrating environmental education into project activities for students at Quy Hop High School ” was conducted at Quy Hop High School from school year 2022-2023 to school year 2023-2024
Project activities enable students to enhance their adaptability and modify their approaches to suit various situations Additionally, these activities offer students valuable opportunities to engage in authentic communication while seeking information from diverse resources, including the Internet.
The findings support our hypothesis that group project activities enhance students' knowledge of environmental protection while simultaneously improving their English speaking skills These projects provide valuable opportunities for students to learn about the environment and take action to protect it, fostering a heightened awareness of its importance Additionally, this approach motivates students to practice speaking, engages them with the subject matter, and contributes to their overall academic improvement It also encourages creativity, collaboration, problem-solving, and self-regulation in learning, ultimately leading to greater self-control and active participation in their educational journey with the guidance of teachers.
Recommendation
The environment significantly impacts our lives, but its degradation is a serious concern It is essential for individuals to collaborate in its protection By incorporating environmental education into project activities, we can inspire students to learn English while encouraging them to discover more about the environment and take action to safeguard it.
After analyzing all activities carried out in the class and the results’ progress, I have some requirements for both students and teachers
English students should engage in extensive speaking practice prior to presenting any composition This preparation helps them clarify their ideas and refine the message they wish to convey to their audience, while also allowing them to identify and correct potential mistakes.
Students should feel confident in asking their teachers questions, as educators are there to assist them in understanding various topics and addressing any uncertainties.
* Students must try to make peer reviews with their classmates That is a great method of sharing perspectives to correct mistakes
* Students must try to manage the time and coordinate to fulfill the mission
English teachers need to adopt varied methodologies in the classroom to address students' misunderstandings effectively It is essential to reinforce techniques that pose challenges and to resolve students' questions and issues.
* English teachers must provide a supportive environment where students can feel comfortable, to share opinions and to have a better teaching and learning process
Teachers should clearly communicate expectations regarding the subject, offer ample information and ideas for discussion, and provide constructive feedback rather than relying on scripted texts This approach enables students to produce quality compositions and gradually enhances their speaking skills over time.
To enhance student engagement, teachers should focus on current topics or allow students to select their own subtopics This approach fosters comfort and interest, making discussions more meaningful and relevant to the students.
* Teachers should help the students to discover their own errors through different exercises, examples or dynamics
I envision the implementation of the measure "Integrating environmental education into group project activities" across a wider range of topics and classes This initiative should extend beyond our school to other institutions in Nghe An province and beyond, fostering a broader commitment to environmental education.
This study shows the effectiveness of conducting a project in English classrooms and some ways to assess students’ work in the hope to develop students’ presentation skill
Hope to receive comments from my colleges!
Many thanks to spend your time on this study!
SURVEY OF EMERGENCY AND FEASIBILITY OF PROPOSED
Purpose of the survey
The current research highlights the urgent need for integrating environmental education into project activities at Quy Hop High School This approach not only addresses pressing environmental issues but also presents a feasible solution to enhance students' awareness and engagement in sustainability practices.
Survey content and methods
The survey focused on two main issues:
- The proposed solution “Integrating environmental education into project activities for students at Quy Hop High School” is really urgent at the moment
- The proposed solution is feasible to the research problem “Integrating environmental education into project activities for students at Quy Hop High School” in the present
2.2 Survey method and rating scale
- The method used for the survey is Exchange by questionnaire; with a 4-level rating scale (corresponding to a score from 1 to 4):
+ Not urgent, Less urgent, Urgent and Very Urgent
+ Unfeasible, Less feasible, Feasible and Very Feasible
- Calculate the average score X according to the software Average
- Investigate the urgency and feasibility of the proposed solution
* Sample survey form for teachers
Dear teachers, please carefully read and accurately answer the following questions by indicating (✓) the level of urgency and feasibility that best represents your opinion.
Question 1: Do you think “Integrating environmental education into project activities for students at Quy
Hop High School” is really urgent at the moment?
Question 2: Do you think “Integrating environmental education into project activities for students at Quy Hop
High School” is feasible at the moment?
* Sample survey form for students:
Please take a moment to thoughtfully read and respond to the questions below by marking (✓) the level of urgency and feasibility that best represents your perspective.
Question 1: Do you think “Integrating environmental education into project activities for students at Quy Hop
High School” is really urgent at the moment?
Question 2: Do you think “Integrating environmental education into project activities for students at Quy Hop
High School” is feasible at the moment?
Survey object
Table 3: Summary of survey objects
English teachers of three high schools in Quy Hop district 24 Students of grade 10 and 11, experimental classes at working school 131
Survey results on the urgency and feasibility of the proposed solution
4.1 The urgency of the proposed solution
Assess the urgency of the proposed solution (See appendix 8)
Do you think “Integrating environmental education into project activities for students at Quy Hop High School” is really urgent at the moment?
Do you think “Integrating environmental education into project activities for students at Quy Hop High School” is really urgent at the moment?
Table 6: Calculate the average score X according to the software Average
Do you think “Integrating environmental education into project activities for students at Quy Hop High School” is really urgent at the moment?
Students Do you think “Integrating environmental education into project activities for students at Quy Hop High School” is really urgent at the moment?
From the data obtained in the above table, the following conclusions can be drawn:
Through survey data on the urgency of the proposed solution “Integrating environmental education into project activities for students at Quy Hop High School”
In a study involving 24 English teachers across three high schools, the distribution of urgency levels was as follows: 0 teachers were classified as Non-urgent, scoring 0 points; 1 teacher was categorized as Less urgent, scoring 2 points; 3 teachers fell into the Urgent category, totaling 9 points; and 20 teachers were deemed Urgent, contributing 80 points The average score across all four urgency levels was calculated accordingly.
In experimental classes for high school students in grades 10 and 11, the distribution of urgency levels among 131 students reveals that none fall into the Non-Urgent category, while 5 students are classified as Less Urgent, scoring a total of 10 points A total of 26 students are deemed Urgent, contributing 78 points, and 100 students are categorized as Very Urgent, amassing 400 points The average score across these four urgency levels is calculated based on these results.
The survey results indicate an average score of 3.79 for teachers and 3.73 for students, highlighting the urgent need for integrating Environmental Education (EE) into project lessons.
4.2 Feasibility of the proposed solution
Evaluate the feasibility of the proposed solutions
Do you think “Integrating environmental education into project activities for students at Quy Hop High School” is feasible at the moment?
Less feasible Feasible Very feasible
Do you think “Integrating environmental education into project activities for students at Quy Hop High School” is feasible at the moment?
Table 9: Calculate the average score X according to the software Average
Do you think “Integrating environmental education into project activities for students at Quy Hop High School” is feasible at the moment?
Students Do you think “Integrating environmental education into project activities for students at Quy Hop High School” is feasible at the moment?
From the data obtained in the above table, the following conclusions can be drawn:
Through survey data on the feasibility of the proposed solution “Integrating environmental education into project activities for students at Quy Hop High School”
A study involving 23 English teachers across three high schools revealed the following results: 0 teachers were rated as "Not feasible," contributing 0 points; 1 teacher was rated as "Less feasible," contributing 2 points; 3 teachers were rated as "Feasible," contributing 9 points; and 20 teachers were rated as "Very feasible," contributing 80 points The average score across these four categories reflects the overall assessment of the teachers' performance.
In experimental classes for high school students in grades 10 and 11, the assessment results reveal that none of the 131 students were classified as "Not feasible," while 5 students were rated as "Less feasible," scoring 10 points.
Feasible level accounting for 24/131 students, equal to 72 points With Very feasible
102/131 students equal to 408 points The average score of the four levels is:
The survey results indicate a high feasibility for the proposed solution, with an average score of 3.79 for teachers and 3.74 for students, confirming its practical applicability in real-world settings.
APPENDIX APPENDIX 1: QUESTIONNAIRE Name: ……… Class:…………
Question: Please tick (✓) the level of frequency that most accurately reflects your opinion about these items
Activities Always Usually Sometimes Never
2 Clean your classroom/school yard
5 Turn off lights if no use
8 Participate in environmental protection clubs
9 Pick garbage in public places
10 Make use of used objects
Question: Please tick (✓) the level of feasibility that most accurately reflects your opinion about these items
Question: Do you think project-based learning is suitable for educating environmental protection among students?
APPENDIX 4: PROJECT TEAMWORK PLAN Project Name:
Team Members: Product: Due Date:
(Activities ne ed to be done)
(A responsible person must be identified for each action step)
APPENDIX 5: CHECKLIST FOR POSTER/POWERPOINT/VIDEO/
Have you had a group leader?
Have your leader assigned tasks to all members?
Have your group listed tasks and plans that you intend to do?
Have you searched the information from magazines, newspapers, the Internet, or libraries?
Have you taken your own photos of your community?
Have you used objects such as old newspaper, used bottles or carton boxes…
Have you compiled, evaluated, and synthesized the relevant information?
Are illustrated picture/ photos eye- catching meaningful, and understandable
Handwriting on the poster is neat and easy to read?
Does your poster/PowerPoint/video/DIY include:
Shows a full understand ing of the topic
Shows a good understandi ng of the topic
Shows a good understandi ng of parts of the topic
Does not seem to understand the topic very well
Speaks clearly and distinctly all (100- 90%) the
Speaks clearly and distinctly most (89- 75%) the
Speaks clearly and distinctly about 74- 60% of the
Often mumbles or cannot be understood
OR time, and mispronou nces no words time, but mispronoun ces 1, 2, or
Mispronoun ces no more than 5 words mispronoun ces more than 7 words
Facial expression s and body language generate a strong interest and enthusiasm about the topic with the others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic with the others
Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat pretended
Very little use of facial expressions or body language
Did not generate much interest in topic being presented
Student is completely prepared and has fully rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared, but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Student can fully answer the audience’s questions
Student can answer the audience’s questions, but rather slowly
Student can answer some of the audience’s questions
Student can answer only 1 of the audience’s questions
APPENDIX 7: Summary of the number of students self-assessing on the implementation of group projects
1 Doing small group project activities helps me practice speaking and practicing English much more effectively than the traditional presentation method
2 Develop my self-study ability through group project activities
3 Improve my ability to talk about environment and environmental protection
4 Improve my vocabulary about environment and environmental protection
5 Improve my knowledge of environment and environmental protection
6 Raise my awareness of environment and environmental protection and I want to do small actions to contribute to clean environment
7 Develop collaboration skills, technology skills and teamwork responsibilities during project implementation
8 Hope the project-based teaching method to be replicated in many other lessons
APPENDIX 8: SURVEY OF URGENCY AND FEASIBILITY OF
Please tick (✓) the level of urgency and feasibility that most accurately reflects your opinion about this solution
Question 1: Do you think “Integrating environmental education into project activities for students at Quy Hop
High School” is really urgent at the moment?
Question 2: Do you think “Integrating environmental education into project activities for students at Quy Hop
High School” is feasible at the moment?
Please tick (✓) the level of urgency and feasibility that most accurately reflects your opinion about this solution
Question 1: Do you think “Integrating environmental education into project activities for students at Quy Hop
High School” is really urgent at the moment?
Question 2: Do you think “Integrating environmental education into project activities for students at Quy Hop
High School” is feasible at the moment?